USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1931 > Part 10
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IPSWICH SCHOOL REPORT
Just one more instance of our foolishness and I am through with this phase of the controversity : - What about the salaries paid to movie stars ? Little "Chippy" gets thirteen hundred dollars a week, just the maximum paid our elementary teachers for the year. Well, if the great purpose in life is "to play, to dream, to drift," and if unbridled pleasures are to supplant self-denying ser- vice, why, I had rather be Babe Ruth than any old Roman.
There are in this country alone over three millions of youth between the ages of 7 and 17 who are without the pale of any systematic educational influence. This is all wrong, and could be easily remedied were our legis- lators so disposed. For some years past our Commissioner of Education has consistently advocated raising the com- pulsory school age, and the extension of our vocational school program. In both these efforts he has been stren- uously opposed, but the wisdom of these practical meas- ures still bears witness to his ability and foresight as an educator of the first rank. It may be noted in passing that the strength of the opposition came from an indus- trial center now enjoying a receivership.
But interest in such measures is still growing. The necessity and importance of such legislation is more fully realized than ever before, and, without doubt, the coming year will see some of them enacted into law. In proof of this statement let me quote the following addressed to superintendents and school officials :
"At a recent conference of representatives from the National Education Association, the Federal Office of Education, the National Congress of parents and teachers, the Federal Board for Vocational Education and kindred agencies with the President's Organization on Unemploy- ment Relief, it was felt that renewed interest should be
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IPSWICH SCHOOL REPORT
focused at this time upon the need for community efforts to encourage and assist their young people to remain in school."
"The splendid spirit put forth by school officials and teachers during this period when financial conditions have caused great hardship has been one of the bright spots in the depression. Even when schools are crowded and teaching loads are heavy, educators have deeply realized that it is far better for young people to be en- rolled in our schools than to be found merely forming habits of idleness."
"Attention is called to recent statistics of the Federal Office of Education which points out that there are en- rolled in the high schools today 324,815 more students than a year ago and that enrollment in vocational schools and courses increased more than 60,000. These are sig- nificant figures and they speak well for the schools of America."
Conditions have not greatly improved over those of last year; in fact, they are more acute. I wish now to restate what I said in this connection in last year's re- port, but with a stronger emphasis. Instead of restrict- ing our educational opportunities, I claim that the situa- tion demands that they be enlarged and extended all along the line of potential effort and privilege.
What is to become of the millions of the unemployed when their numbers are increased by other millions ruth- lessly cast aside by the covetous labor-saving machine ? and the end is not yet. Many and many a labor-saving device and machine are already perfected that will great- ly reduce the manpower of the present, but are simply held in stock until a more favorable time for their intro- duction. What provision shall we make for the inaugura- tion of the five-day week and the five-hour day? Legis-
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IPSWICH SCHOOL REPORT
lation can only assist; it cannot cure an organic condition by doctoring a symptom. How much longer are self- respecting men going to submit to the domination of the machine and the time-clock ?
This depression is disposing some men to think for themselves; many of them are wholly dissatisfied with the future outlook; more and more they desire to be the arbiters of their own fate and to enjoy a freedom im- possible of attainment in the crowded haunts of our fac- tories and mills.
If greater satisfaction and enjoyment in life can be found in our rural communities, away from the city's throngs and distractions, then it becomes the obligation of every civic organization, especially that of the schools, to encourage and assist in every way, to restore to a natural balance those conditions which have become such a disturbing element at the present time.
Our scientific investigators in nearly every in- stance have been school-men. Every field of human en- deavor has been entered upon and compelled to yield up its secrets. The scope of their work includes every aspect and phase of our existence. Their achievements in the past have been wonderful, and the general belief and confidence of their future success and accomplishments is unquestioned.
There are ample grounds for the belief that our schools, if allowed to pursue the even tenor of their ways, without too much interference by idealists or alarmists, will, in their own good time, bring order and symmetry out of our present confusion.
We need, however, strong men with the power of leadership, men with clear vision, right convictions, and resolute wills. To this must be added an intelligent and dependable following, imbued with the spirit of un-
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stinted co-operation ; with these in control, our task would be well begun and well-nigh completed.
Ipswich may lack leadership and it does lack a co- operative following. But it is most fortunate in its ma- terial and physical requirements for the prosecution of any educational project of the broadest scope.
No one can predict our social conditions of ten years hence, but we feel morally certain that in that time many radical changes will take place in industrial conditions, in individual methods of gaining a livelihood, and in modes of thought. Labor, robbed of its dignity by the precision of our machines, may resume its former position in the estimation of the multitude, and service, not lei- sure, becomes the accepted standard of comparisons. The democracy of education, guaranteeing to rich and poor alike, equal opportunity and privilege according to their several abilities, has been and always must be, the rock of our salvation.
With this great moral principal as the basis in the necessary changes of our educational policies and courses, this country will have nothing to fear from what prosperity or adversity may bring upon us. It is incum- bent upon us only to see that each, without distinction of race, color, creed, or social position, is given the same measures of equal justice and opportunity.
If a majority of our youth is to become "hewers of wood and drawers of water", then the schools should teach them to hew and to draw. "Our curriculum needs to be broadened, so that more of our pupils may be given the opportunity to gain an individual and con- scious power over elemental things and so become less dependent upon the machine or its finished product." We must teach them more than the arts and crafts.
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Says a recent authority on national and international politics : "We can turn in these critical hours to the un- conquerable spirit of our fathers, the faith that guided the destiny of human life through the dark ages of self- ishness and greed in centuries past, for, inevitably the light of reason and conscience that has been dimmed in a decade of irresponsible individualism must shine brightly once more as the new nationalism spreads good- will on earth - an enlightened nationalism, an intelli- gent nationalism, a helpful, kindly, and brotherly nation- alism, which alone can mitigate and relieve the universal sufferings of mankind."
Americanization Classes
As you may recall, in last year's report we gave notice of the change in our night-school program. As we said then, all our efforts to establish a night-school of the old type had resulted so uniformly in flat failure, that we were driven to pursue another course.
The change was made without ceremony and the re- sults obtained are most satisfactory.
At present we have two classes, the same as last year, one composed of Polish people and the other of Greek, Italian, and Portuguese. Each class is taught by a certified teacher of the same dominant races, and the good-will and friendliness to be observed between these classes and their respective teachers is something that gives a thrill of joy and satisfaction.
These teachers were obliged by the terms of our contract with the State Department to take a course along this line of work at the State Normal School at Hyannis last summer. This they did and credits were given them in every department of their work.
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IPSWICH SCHOOL REPORT
By the terms of the agreement the town was to pay all the expenses of the course, including books, board, tuition, and travel, and the State for its part was to re- fund one-half of all such expense. This has been done, and the general fund of the town will be increased by the sum thus pledged.
At first sight this arrangement has always looked like a hardship upon the school department. We are . obliged - is it obliged or privileged ? - to take the ex- pense of such courses from the school appropriation and then one-half of such expense is returned to the town treasury, and we see no more of it. All our vocational school expenses are treated in the same manner. What we would receive from tuition and income tax, goes directly into the treasury, and the schools, while contrib- uting in large measure or wholly to these financial addi- tions, gets no part of the allowance. How gratifying this must be to the friends ( ?) of education !
But such is the narrower view, the wrong attitude to hold in reference to such a salutary rule. The money appropriated for our schools is an investment, and happy should we be to know that it yields such immediate and abundant returns. I wish we could make more of them.
I cannot close this section of this report without making some reference to the splendid spirit, the quiet determination, the self-sacrificing disposition, so notice- able in these classes.
The age of the membership ranges from 26 to 62. This fact alone is significant. Many of them work all day, at hard, grinding tasks. Some of them travel miles to secure a job. Others, more fortunate, take the train to distant cities, do their work and return at night to their homes and to school. The father and the mother come together when they can get some one to look after
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IPSWICH SCHOOL REPORT
the baby. And so it goes; willing to adopt any make- shift if only they may attend school. I know not when this depression will end, but I have no fears for the future of such a people.
The following list gives the names of pupils in at- tendance at the Beverly Trade School :
Co-operative Trade School
Albert S. Burek
Walter Kuconis
Stephen Flumacki
Michael Scibisz
Edward Wadarch
Michael Frydrch
Savas Yarfellow
.
Zigmund Waranowski
Trade School
Chris Georgeopolous -
:
Evening Trade School --
[
1
John T. Sikora Millard Patterson
1
Worcester Trade School
-
Stanley Ozuk
Massachusetts Hospital School at Canton
Beatrice Wood
1
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IPSWICH SCHOOL REPORT
Apologies to the Board of Health
For several years past I have tried to arouse our community to a realizing sense of the danger arising from the neglect of having their children immunized against diphtheria. I make no complaint as to the lack of success of these efforts, nor to any marked failure to respond to an urgent call. Both of these attempts were fairly successful and we had planned for further raids towards eradicating this dread disease.
But all this was done in blissful ignorance of the rightful source from which these efforts are to originate. I have been informed recently that the Board of Health is the authority for the introduction and the carrying out of all such health movements and that the school authori- ties can act only in a co-operative capacity.
I feel that such an explanation is due to the Health Department, to whom my apologies are tendered, to the parents of our children, and to myself. I have no dis- position to trespass upon the domain of another; and, without any unfriendliness on my part, I feel relieved of a great responsibility. As to the future I pledge every possible assistance and full co-operation, but all such measures must originate hereafter with the Board of Health.
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IPSWICH SCHOOL REPORT
Obituary
Angelica Gamboa of The Payne School Died May 5, 1931
Goula Christopoulos of The Senior High School Died May 14, 1931
Rita Poirier of The Burley School Died September 1, 1931
Douglas Nevins Died September 12, 1931
Mary Adamowicz of The Shatswell School Died June 24, 1931
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Dental Clinics
For many years this heading has had a place in our school report. For many years I have attempted to call attention to the important work done by this coterie of disinterested professional men. Now I feel that this ser- vice is looked upon by a majority of our citizens not only in an appreciative way, but as a service that should be emulated by other groups in our community.
Whether or not they ever receive any outspoken ex- pression of appreciation of this service, matters little. The consciousness of a civic duty voluntarily undertaken and systematically carried on for these many years must be an unfailing source of satisfaction and happiness.
What an improvement in home conditions, in social relations, and in community uplift would result if other groups would follow the example of these three men !
In the present scheme of life there is no room for sordidness ; life is too "real," too "earnest" and there are loads to lift. Let us then follow the lead of these pioneers who have builded better than they knew, and come out into the larger field of civic responsibility and usefulness.
I have asked Mrs. Joseph W. Ross, the president of the local S. P. C. C. organization, to give us an account of the work this society is doing here in Ipswich. As is well understood, this work takes her and her agents into the homes and deals directly with family conditions. Much of the record cannot therefore be printed. But no one, unless familiar with the problems this society is called upon to solve, the suffering it alleviates, the social adjustments it makes, can realize the extent and value of this service in our community. May I ask your interest and financial aid in this work ? Her report may be found on another page.
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IPSWICH SCHOOL REPORT
A similar request has been made of Mrs. Gertrude J. Riley, Secretary of the Linebrook Parent-Teacher Asso- ciation. Her contribution has been given a place in this report, and I urge you to read it and ponder it carefully. It is the sole survivor of this type of activity in the town, but is thoroughly alive and still carrying on.
Last but not least in this program, I have asked for the report of the School Nurse that it may still have its accustomed place in our report of school activities.
Coming as it does from a sick bed, there is a partic- ular measure of interest and real gratitude attached to her efforts. But in a deeper sense this is not necessary. Her record is written into the lives of the multitude she has ministered unto with unstinted service - a type of service the Master used, that leaves its impress on the hearts and minds of all who received it. What more en- during record can one find or desire ?
Miss Percy Fowler, a registered nurse of wide experi- ence, and at one time a co-worker with Miss Stewart, has been elected as an assistant to the School Nurse. This arrangement provides against unnecessary interrup- tion and everything is working as harmoniously as usual under Miss Stewart's direction and guidance.
Conclusion
May I call your attention to the more salient fea- tures of the principals' reports, for I assure you that these matters have become the sources of no little con- cern and anxiety.
We need more room. This is especially noticeable in the upper grades. Children that under normal condi- tions would be employed in some remunerative form of
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IPSWICH SCHOOL REPORT
labor, are forced to remain in school. And their number must be increased in order to relieve the unemployment situation. There is nothing else for them to do, and school is the best possible place for them.
We need larger playground accommodations. Some provision must be made to work off the surplus energy of growing boys and girls, and this must be done under the supervision and authority of our school faculty. These activities provide a form of amusement that is very popu- lar with the general public and the public, or that part of it receiving the direct benefit, should be compelled to pay for such outlay. With an enclosed ball field such activities would be self-supporting.
We need to expand our curriculum. Many of our pupils are losing both time and interest in attempting to pursue subjects and courses that are purely academic. It is at this point where the heaviest pressure is brought to bear upon our schools. Our colleges and schools of higher education are demanding work of the "A" grade; and unless the school can supply that quality, it loses prestige and certification privileges.
Our schools should be compelled by law to give to each pupil such training in the manual arts as will best fit him to be self-supporting and to conserve his self- respect in spite of all this machine age can do. I would extend this course to include some phase of practical farming.
Many will not agree with me, I know, but for a real permanent and effective cure for unemployment let me prescribe the Old Farm. Although discriminated against in many ways and burdened with an iniquitous system of taxation, the old farm is now, as it always has been, the best place for the training of boys and girls. What it has done in the past in providing the brain and the brawn
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for all lines of the world's work, it can do again if given an equal chance. So don't sell the Town's Farm.
We need sorely the full co-operation and strong moral influence of good homes. As I have said before, "There is a perceptible indifference and unconcern to- wards the attainment of high moral and intellectual standards that is very disturbing."
Here is where we most need the help of the home, the church, and the press, if the schools are to maintain their old-time standards. There must be more time given to study and moral training in the home if the schools are to continue as fitting schools rather than finishing schools. We need the strengthening of our moral fiber, and a fuller recognition of the intrinsic value of the old-time virtues. We are living in an age of tremendous possi- bilities for self-sacrificing services, and we must prepare ourselves for those objectives.
The extra-curricular activities in which our schools are actively engaged will be embodied in the reports of the principals of their respective schools.
Acknowledgments
First of all, I wish to acknowledge my appreciation of the favor shown us by the State Board of Education in bringing the Fall Conference of Teachers to Ipswich for the first time in the history of the town. As will be ยท seen from the programs to be found in another part of this report, it was a red-letter day for the old town, and the comments of the Department and of the visiting teachers were extremely gratifying. Let us hope that we may have them with us again in the near future. Please read that program.
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IPSWICH SCHOOL REPORT
Of course, our summer visitors are interested in our town. They think it is beautiful. That is why they are here. But some of them see possibilities for further beau- tification. Among these is Mrs. Richard Sears of Labor- in-Vain Road. Her interest is of the practical kind and deals with fundamentals. Conservation of the wild flowers and of bird life has been her objective in former years. Now she turns to the town itself and seeks by interesting our school children to make our town more beautiful, thus accomplishing a two-fold purpose at one and the same time.
She has authorized me to offer prizes for the best compositions on this topic, and this has been done. The papers were written in open competition by children of the sixth, seventh, and eighth grades and three of the best papers from each grade were selected by the teachers and turned over to a committee for its examination and decision.
That committee, Mrs. Walter E. Hayward, Mr. Fran- cis Wade, and Mr. Howard N. Doughty, has attended to its duties and makes the following awards :
Priscilla Bailey
7th grade
1st prize $5.00
Althea Hebb
6th grade 2nd prize 3.00
Ruth Stone
6th grade
2nd prize 3.00
Hilda Brockel-
bank
6th grade
3rd prize 1.00
Winifred Levoir
6th grade
3rd prize 1.00
Eleanor O'Malley 6th grade
3rd prize 1.00
My thanks to Mrs. Sears and to the individual mem- bers of the committee are herewith tendered and recorded.
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IPSWICH SCHOOL REPORT
There are many gifts and contributions that have been given directly to the different schools, and I have asked the principals of these schools to make acknowl- edgments in their several reports. I do not wish to omit any one for all show a fine, helpful spirit that is greatly appreciated.
To Mrs. Walter E. Hayward I wish especially to express my gratitude for the many ways in which her continued helpfulness has been manifested. The beauti- fying of our school grounds is, in large measure, due to her planning and to her contributions of trees and shrubs.
The work of our local dentists has been spoken of in another connection. I extend to them the thanks and the gratitude of scores of our school children who have received lasting benefits from their hands.
To the Highway, the Police and Fire Departments I extend my sincere thanks for their co-operation and assistance in too many instances to enumerate here.
To Mr. Howard N. Doughty the thanks of this com- munity are honestly due for his signal and outstanding service. He has thrown open the columns of his paper to the children of our schools and thus encouraged them in the development of the power of expression through the public press. May they, the school children, in some good time show a reciprocal kindness.
To our teachers and janitors to whose fidelity and loyalty the smooth running course of our school is due, I extend my sincere thanks.
To the chairman of our committee and his associates for his and their unfailing co-operation and assistance, to Mr. Whipple and the principals of the elementary schools for their firm but tactful way in handling all dis-
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IPSWICH SCHOOL REPORT
ciplinary problems as well as for their friendly attitude and spirit in all our relations, to our attendance officer and my assistant in the duties of the office for his unfail- ing kindness; to each and all I extend my sincere thanks.
Respectfully submitted, JOSEPH I. HORTON, Superintendent of Schools.
THE COMMONWELTH OF MASSACHUSETTS 1
DEPARTMENT OF EDUCATION TEACHERS' INSTITUTE IPSWICH
1
MANNING HIGH SCHOOL
Friday, October 23, 1931
PROGRAM
Presiding Officer: BURR F. JONES Supervisor of Elementary Education State Department of Education
Morning Session
9:15 - 9:40 OPENING EXERCISES
Music by pupils of Ipswich Schools di- rected by Arthur H. Tozer.
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IPSWICH SCHOOL REPORT
Greetings by Dr. Ernest J. Smith, Chair- man of Ipswich School Committee.
9:40 - 10:20 ADDRESS: "Our Everyday Experience with Art Education," C. Edward Newell, Principal Massachusetts School of Art, and State Director of Art Education.
10:30 -12:00 DEPARTMENTAL CONFERENCES :
Grades I - IV
(1) Topic: "Teaching Safety - When, How, and What?" Ida E. Scheib, Su- pervisor of Safety Education, State Department of Education.
(2) Topic: "Language Activities in Primary Grades," Katherine M. Mc- Carty, State Normal School, Fitchburg.
Grades V - VIII
(1) Topic: "Relation of Physical Edu- cation to the Elementary School Pro- gram," Alma Porter, Assistant Super- visor of Physical Education, State Department of Education.
(2) Topic: "Color and Design," C. Edward Newell.
High School
-
Topic: "School Marks and Marking Systems," Harry F. Percival, State Normal School, Fitchburg.
7
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IPSWICH SCHOOL REPORT
Afternoon Session
1:30 - 2:10 ADDRESS: "Visual Aids in Instruction" (Illustrated), Walter G. Whitman, State Normal School, Salem.
2:10 - 2:40 ADDRESS : "The White House Confer- ence," Frederic R. Willard, Principal, English High School, Lynn.
4:40 - 3:30 ADDRESS : Dr. Payson Smith, Commis- sioner of Education.
Towns Represented
IPSWICH MANCHESTER ESSEX BOXFORD
GEORGETOWN GROVELAND ROWLEY
HAMILTON LYNNFIELD
TOPSFIELD WENHAM
MANNING HIGH SCHOOL
Ipswich, Massachusetts. December, 1931.
Mr. Joseph I. Horton, Superintendent of Schools, Ipswich, Massachusetts.
Dear Sir:
I herewith submit my twelfth annual report as prin- cipal of your high school.
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IPSWICH SCHOOL REPORT
39
In the administration of the school I try to keep in mind the outstanding purpose in our work, to help in the development of our young people to the extent of their several abilities. With the increased enrollment in the schcol it becomes more difficult for one person to know the characteristics, home environment, and social condi- tions of all individuals. We have this year the largest enrollment in the history of the school, three hundred forty-five pupils. This enrollment represents three hun- dred forty-five different personalities from nearly as many different home influences. The pupil is in school only five hours of the twenty-four for one hundred eighty days of the three hundred sixty-five. In other words, we have the direction of the individual in his development only one tenth of his time. During the remainder of the time the home has the burden of responsibility. It is the home that is most responsible for the direction of a large part of the pupil's social, moral, and religious life. Some find very little direction or even advice in the home but seek amusement of their own, choosing according to the standards of the community as a whole. High school pupils are being trained by the habits and customs of the people in general. I sometimes wonder why young people are more readily influenced by the shiftless, by the person with no ambition in life, but I think the prin- cipal reason is that people with few interests and very little knowledge find young people of school age ready to listen to them because they have never developed beyond the intellectual level of the child.
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